Learning What it is and how it can be encouraged in the Primary - - PowerPoint PPT Presentation

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Learning What it is and how it can be encouraged in the Primary - - PowerPoint PPT Presentation

Nov 18, 2022 117 likes •253 views

Understanding Self-Regulated Learning What it is and how it can be encouraged in the Primary School classroom Pre-requisites for Self-Regulated Learning (SRL) Motivation Fulfilled lower order needs Goals setting, monitoring, reflecting

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Understanding Self-Regulated Learning

What it is and how it can be encouraged in the Primary School classroom

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SLIDE 2

Pre-requisites for Self-Regulated Learning (SRL)

Motivation Fulfilled lower order needs Goals – setting, monitoring, reflecting Positive self belief

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Motivation

Intrinsic motivation

Pursuing a task for personal interest or curiosity, whether inherent or internalised

(Woolfolk & Margetts, 2013, p. 353)

Self determination theory

Humans are inherently active [and] intrinsically motivated (Deci & Ryan, 2012, p. 3)

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SLIDE 4

Maslow’s Hierarchy of Needs

 Students must have physiological and safety needs

met before they will take further developmental risks

(Woolfolk & Margetts, 2013, p. 357) Image: Heffner, 2002

 Students will then

strive to attain higher

  • rder needs
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SLIDE 5

SMART goals

Specific

Have clear instructions regarding expectations

Measurable

Show visible differences in quality or quantity

Achievable

Provide realistic challenges

Relevant

Make sense to student

Time-framed

Have realistic deadlines

(adapted from Macquarie University, n.d.)

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SLIDE 6

Beliefs about self

Epistemological

Believing learning is understanding

Ability

Believing ability is unstable and controllable

Attribution

Taking responsibility for results

Efficacy

Assessing competence for tasks

Worth

Comfortable taking risks

Woolfolk & Margetts, 2013, pp. 364-6)

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Self-Regulated Learning Cycle

With constant metacognitive monitoring, tasks and goals are redefined, tactics and strategies adapted and modified.

Adapted from (Winne & Hadwin, 1998, pp. 282-5)

Identify and define task Set goals and devise plans Implement learning tactics and strategies

Regulate learning

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Characteristics of Self-Regulated Learners

Approach tasks confidently and methodically

Aware of skills, proactive in skills mastery

Overcome obstacles to learning

Take initiative and control (Zimmerman, 1990, p. 4, 13, 14)

High self-efficacy (Woolfolk & Margetts, 2013, p. 368)

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SLIDE 9

Allow autonomy

Involve students in social and learning decision making (setting class rules, following own inquiry path) (Woolfolk & Margetts, 2013, p. 384)

Authentic learning experiences

relate instruction to students’ personal experiences and expectations (Woolfolk & Margetts, 2013, p.

384)

Progressive feedback

Promote success and efficacy (Niemiec & Ryan, 2009, p. 139)

Supporting development of SRL

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SLIDE 10

Developing emotional self regulation

Teach coping strategies to build resilience

(Woolfolk & Margetts, 2013, p. 160)

Guide goal setting to small, achievable steps (Woolfolk & Margetts, 2013, p. 379)

Maintain positive emotional relationship

Variety

Surprise

Physical activity (Woolfolk & Margetts, 2013, p. 379)

Reduce graded tests (evaluative pressure)

(Niemiec & Ryan, 2009, p. 139)

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Technology and SRL

 Fosters autonomy

students make decisions about learning direction and pace (Gimbert & Cristol, 2004, p. 207)

 Increases attention span, persistence,

independent exploration (Couse & Chen, 2010, p. 93)

 Provides swift progression feedback (Gimbert & Cristol,

2004, p. 208)

 Reduces requirement for direct supervision

teachers can spend more time with every student (Talley, Lancy & Lee, 1997, p. 126)

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Reference List

Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75-98.

  • E. L. Deci, & R. M. Ryan (eds). (2012). Self-Determination Theory. Handbook of Theories of Social

Psychology: Volume 1. London: SAGE Publications Ltd. Gimbert, B., & Cristol, D. (2004). Teaching curriculum with technology: Enhancing children's technological competence during early childhood. Early Childhood Education Journal, 31(3), 207-216. doi: 10.1023/B:ECEJ.0000012315.64687.ee Heffner, C. L. (2002). Personality synopsis: Chapter 10 - Humanistic Theory: Section 2 - Maslow's hierarchy of needs [Image]. http://allpsych.com Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144. doi: 10.1177/1477878509104318 Talley, S., Lancy, D. F., & Lee, T. R. (1997). Children, storybooks and computers. Reading Horizons, 38(2), 116-128. Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol38/iss2/4/ Winne, P.H., & Hadwin, A.F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky & A.

  • C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp. 277-304). New Jersey,

USA: Lawrence Erlbaum Associates. Woolfolk, A., & Margetts, K. (2013). Educational psychology (3rd ed.). Frenchs Forest, Australia: Pearson Australia. Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3-17. doi: 10.1207/s15326985ep2501_2